The Profound Impact of Encounters: A Journey of Transformation in Life of Pi

1. QUESTION 8: LIFE OF PI – ESSAY QUESTION It is true that the characters we encounter can change us, sometimes so profoundly that we are not the same afterwards. Critically discuss the validity of this statement in relation to Pi.Your response should take the form of a well-constructed essay of 400–450 words (2–2½ pages). [25] Candidates might argue that those whom Pi encounters change him and he will never be the innocent/naive young boy he was. Without these encounters, Pi might not have had the strength of character or survival skills to endure the suffering that he faced and to emerge with his humanity intact. Mr Adirubasamy's teaching Pi to swim saves his life when the Tsimtsum sinks. Pi also learns the skill of storytelling from him, which enables him to keep his mind occupied on the lifeboat and prevents him from descending into depression and madness. Pi refers to both Mr Kumars as 'the prophets' of his 'Indian youth'. They represent two apparently opposing views of religion and science. However, Pi comes to the realisation that their views are complementary. This encourages him to study both zoology and theology. Mr Kumar, the Biology teacher, teaches Pi to pay close attention to detail and it is this acute sense of observation that enables Pi to survive at sea. All three of Pi's religious mentors instil in him a strong sense of faith which sustains him on the lifeboat. His exposure to different religions encourages him to be tolerant and open-minded. All of their teachings define the way he lives his life. When Pi is on the lifeboat with the French cook, he encounters the brutality and savagery that humans are capable of. It is only through the French cook's lessons on survival that Pi is able to endure his ordeal. The adult Pi still bears the scars of the bestial acts of murder he engages in on the lifeboat. He has to live with the guilt of having taken a life to save his own. Pi's relationship with Richard Parker sustains him and gives him hope throughout his ordeal. Taming him keeps Pi occupied and prevents him from sinking into depression. Pi's assuming of Richard Parker's persona enables him to distance himself from the horrific things he had to do. However, the adult Pi still suffers from the guilt and trauma of his actions. The disbelief of the Japanese officials to Pi's story forces him to revise the story thus compelling him to acknowledge the inherent evil of which he is capable.  Candidates might refer to the influence Pi’s parents have on the person he becomes. [Consider mixed/valid alternative responses.]

2. Pi Tried two different strategies (Ms Claassen): Divide ‘Pi’ into three parts – each part given some basic questions – quick scan-read. Learners answer the questions in class – in book. The zoo / at sea / ending - Canada Solitaire (think on own - 1 min) Pair (discuss with peer – 2 min) Share (discuss with class – teacher involved for 1st time - )

3. Read important sections in class – read rest at home. Hand out summaries of each chapter. Hand out notes on themes. Number 1 was more successful – because pupils had to write and sum up. They were active – In 2 the teacher mainly handed out notes.

4. Make Pi part of their life • In life … how would Pi have coped? How can we be prepared? (Pi listened, showed interest, focused, …learnt) • Your education could allow you to survive – the ability to swim / to drive / to think / to have faith / collaborate / create / ….

5. Methodology – literature circle – get all involved • Ideal is to get pupils to discuss … • Not necessary to teach what they discuss and enjoy (sport, cell phone approaches, …. ) • Approach to teaching literature: worthwhile and enjoyable? • Link aspects of Pi to essay topics, oral tasks, language texts, …. FAL examples

6. Link lit to oral • INSTRUCTIONS AND INFORMATION: You are going to deliver a prepared speech of 3 minutes, based on ONE of the following topics. Please note that the topics are linked to the themes of the PLAY / POEMS / NOVEL, yet under no circumstances should you present the PLAY / POEM / NOVEL. You are expected to usevisual aids to enhance your presentation. These may be in the form of a Powerpoint presentation containing key aspects and pictures / illustrations, photographs, posters etc. Cue cards are compulsory. Under no circumstances will you be allowed to present your speech from a page or pages. You will, however, be expected to hand in your written speech, and file it in your portfolio. Decide which three to four key aspects of the topic you wish to concentrate on. Refer to the notes (Tips to enhance your prepared speech). Remember to acknowledge your sources

7. example • Are keeping animals in captivity necessary? • “Our prime purpose in this world is to help all life. And if you can’t help them, at least don’t hurt them.” • Prejudice in our society – how do we view zoos? game farms? …. • Are zoos educational? • Why do we conserve/preserve animals at all? • ….

8. Life of Pi - 1. LIFE LESSONS FROM THE LIFE OF PI 2. We need to treat our animal friends better 3. Religion is a mechanism 4. There's a difference between being alone and being lonely 5. Forgiveness is always the right choice 6. Don't give up 7. Stories are our greatest teachers

9. 8. The Will to Live 9. The Nature of Religious Belief 10. Hunger and Thirst 11. Rituals 12. Magic 13. Survival techniques / Physical / Mental / Spiritual 14. Study of animal behaviour 15. Lessons learnt from school / mom / dad / … 16. Science and religion

10. Talk about Pi Link content to Pi. Start each day with a reference – get discussion going. What would Pi do? Oral tasks – give topics based on Pi themes Teach the writing of the essay: Refer to the question in each paragraph – keep on track Link opening sentence to the closing sentence – answer the question. Opening sentence – use the question in your opening.

11. Teach English language and LIT in and out of context Make it relevant to everyday life - real situations Use terms …. Becomes part of daily life Pi … how would Hamlet have reacted – how resilient was Hamlet Do you just give up? What drives you? Would Hamlet have coped? Or would he have opted ‘… not to be …’? The NEED for HOPE – Need to make Pi a household name … Keep it interesting – find value – if only he had had a cell phone Importance of section 1 – reason why he was able to survive – knowledge of zoo keeping / religion - a greater power – HOPE Hope gives him the ability to persevere

12. The better story - P 291 -293 … Wolfie Ratz Give us the REAL story – we want words that reflect reality – give evidence.

13. But can you explain how the string became one? OR about the meerkats? Or why I am here? Why is no research done?

14. Life of Pi (π) Novel is complex – • Has content, themes, lessons,.. • Mature style of writing, jargon, difficult vocabulary, expected/assumed knowledge. • Broad topical scope – • Animals; zoology; survival; religion; search for the nature of life; personal insight; intellectual discovery; values …

15. Purpose of literature To expose pupils to material that has value. Often the only touchstone with discussions on values/ issues. Book has been selected – deemed appropriate. Our task to open and expose – ……

16. Huge Task! Success will be measured, not merely by the NSC examinations, … but by the life-long values obtained from this novel. Survival / the BETTER story / faith / hope / politics / sorrow / …. eating people ?

17. Finally … In most cases - the last novel that learner will ever read! Make Pi a worthwhile experience. YOU ARE THE CHOSEN ONES! Good luck Wolfie Ratz Wolfgang.Ratz@westerncape.gov.za

18. Spoilers The floating island section Boy is just too intelligent – Tigers in it. It has blind sailors. It has carnivorous islands. Problem is with magical realism! suitable for kids, not adults. The main character’s innocent assumption that a person can belong to not one, but two or even three religions. Pi, who speaks with pompous authority on many subjects – religion – Christianity, Hinduism, Islam, animal behaviour ….